Study Habits of Bsa Students at Tip-Manila

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
College of Business Education

Bachelor of Science in Accountancy
STUDY HABITS OF BSA STUDENTS AT TECHNOLOGICAL

INSTITUTE OF THE PHILIPPINES - MANILA
A Research Presented to the Faculty of Business Education

Technological Institute of the Philippines-Manila
In Partial Fulfillment of the Requirement in Management Consultancy (ACCTG 533)

For the Degree of Bachelor of Science in Accountancy
under the advisory of Mr. Froilan S. Labausa
Submitted by:
Baares, Judy Ann A.
Cabungcal, Jerome D.
Enriquez, Kenneth O.
Estanoso, Chriza Nemesis M.
Natal, Daryl M.
October 2016

Acknowledgement
The researchers would like to extend their deepest gratitude to the people who gave their time
and attention in this research paper.
To Mr. Froilan S. Labausa, the research adviser, for sharing with us his knowledge and insights
about the study and for the unwavering guidance until this research is finished,
To Ms. Shirley Espino, for sharing her expertise in Statistics and helping with the statistical tools,
To Ms. Carolina Garcia, Ms. Marielle Jagurin and Mr. Eric Buen, for validating and giving the
researchers feedbacks regarding the research questionnaire,
To Mr. Mike Hulip, for giving the researcher information regarding the schedule of the professors
and students,
To the family of the researchers, for the motivation and support,
To the respondents,
And most of all, to the Almighty God, for the guidance, strength, and love
The Researchers

Abstract
There had been many studies conducted about the study habits of the students. However,
results varies in different settings whether colleges or universities, the very reason why researchers
chose this study. The purpose of the study focused on the Study Habits of BSA Students at
Technological Institute of the Philippines-Manila. This study was conducted to determine the study
habits of male and female BSA students. For the schema of the study, the researchers consider the
following independent variables: Students Profile in terms of their age, gender and year level. For the
Dependent variable which is the Study Habits, the researchers chose to focus on the three variables:
Time Management, Learning Techniques and Study Environment. The study sought to prove the
formulated null hypothesis that there is no significant difference between the study habits of male and
female BSA students as to Time Management, Learning Techniques and Study Environment. The
researchers formulated 30 standardized survey questions validated by the CBE faculty professors. The
study used quantitative method mainly the Percentage, Weighted Mean, Composite Mean, Z-test and
the Five-Point Likert Scale in organizing, describing, analyzing and presenting the data. It used the
census method in selecting the 148 respondents wherein 41 were male and 107 were female.
The results of the study that were gathered showed that there is no significant difference
between the study habits of male and female BSA students at Technological Institute of the PhilippinesManila as to Time Management, Learning Techniques and Study Environment. Both male and female

students gave high importance on attending classes regularly, taking short breaks in between studying to
refresh their minds, and getting the meaning of new words for them to fully understand what they are
studying. When it comes to study environment, both gender preferred a place where it is clean and quiet,
has a good lighting, few distractions and lastly having all the materials they need when studying such as
pens, highlighters and calculators, thereby resulting into a conclusion that both gender have the same
set of study habits as to time management, learning techniques and study environment.

Table of Contents
Title
Page
Title Page..............................
Acknowledgement.............. ..........
ii
Abstract..................
iii
Table of Contents..... ..........
List of Figures............... .......................
vii
List of Tables. ................
viii
Chapter
1
The Problem and Its Background

Introduction...............
Background of the Study....................
Statement of the Problem........................
Hypothesis.............
Conceptual Framework............... ....... ....
Scope and Limitation............
Significance of the Study..........
Definition of Terms.. ..........`

Review of Related Literature

Local Literature and Studies...
.......
7
Foreign Literature and Studies...............
3
Methodology
Method of Research Used.........
15
Population and Sampling.............
15
Research Instrument.. ...........
16
Validation of Research Instrument..........
16
Data Gathering Procedure... .........
17
Statistical Treatment of Data.........
17
Presentation, Analysis and Interpretation of Data
Summary of Findings, Conclusion and Recommendations

Summary of Findings......... .......
26
Conclusion.................... .
27
Recommendation ...........
28
Bibliography ............................
29
Appendices
Computation of Weighted Mean...........
30
Cover Letter...........................
32
Questionnaire.............
33

Curriculum Vitae... ........... .......
35
List of Figures
Figure
1
Research Paradigm
Population of Male and Female BSA Students at Technological Institute
20
of the Philippines-Manila
3
Population of BSA Students per Year Level
21
Composite Mean of Male and Female BSA Students
25

List of Tables
Table
Page
Study Habits of BSA Students as to Time Management
22
Study Habits of BSA Students as to Learning Techniques
23
Study Habits of BSA Students as to Study Environment
24
Weighted Mean of Male Students
30
Weighted Mean of Female Students
31

Chapter 1
The Problem and Its Background
Introduction
Learning is a never ending process. It is the acquisition of knowledge or skills through
experience or education. It is the way a student respond to environment, social, emotional and physical
stimuli and understands new information.
Going to school is always stressful. It seems as though there are never enough hours in the day
to finish all your work, not to mention we all have classes. Sometimes finishing our work and studying
involves staying up all night and thus developing a weird sleeping pattern. While some students are able
to breeze through school with minimal effort, this is an exception. With the continuous change in the
Accountancy education, it is believed that the key secret in surviving is maintaining a good set of study
habits.
As the year level of students in school becomes higher, their study habits differ from time to time.
The kind of study habits they have shows the differences or improvements in how they become skilled
and earnest about learning new things. Studying does not only include the preparation of students to
excel in class but also the reinforcements of the lessons already taught. It is merely reviewing and
committing to mind new information. Furthermore, study habits can be derived as buying out a dedicated

scheduled and un-interrupted time to apply ones self to the task of learning. Without it, one does not
grow and become self-limiting in life.
Many studies found out that several factors play an important role in students study habits e.g.
gender, year level, time management, study techniques, learning environment, etc. Thus, investigation
on this area becomes a real and compelling motivation for the researchers to conduct the study about
the Study Habits of BSA Students at Technological Institute of the Philippines Manila.
Background of Study
Accounting major students, just like any other students have developed their own study habits.
Being relative, an effective study habit of Student X may not be effective to Student Y vis-a-vis.
Nonetheless, there are certain key areas where most accounting students collectively relates with such
as when and how long to study, how to study, where and with whom to study.
Study habits largely affect the academic performance of BS Accountancy students and it varies
from one another. Some students are productive at night, while some by daytime. There are some who
spend a day in studying while some just render few hours. Few are inclined in listening to music while
some stay in quiet places. More students love to study in a group whilst some would love to do it alone.
No matter their style is, a continuous effort and devotion of time is necessary to get positive results.

This study aimed to present the variables: time management, study techniques and learning
environment as they relate to study habits of BS Accountancy students of the Technological Institute of
the Philippines - Manila Campus.
Statement of the Problem

This study aimed to determine the study habits of BSA students at TIP Manila. It also aimed to
answer the following questions:
1. What is the profile of the students in terms of:
1.1. Gender
1.2. Year Level
2. What are the study habits of the students as to:
2.1. Time Management
2.2. Study Techniques
2.3. Learning environment
Hypothesis
Problem 1 is hypothesis-free. The null hypothesis is formulated in problem 2.
Ho1: There is no significant difference between the study habits of female and male BSA
students at Technological Institute of the Philippines-Manila.

Conceptual Framework
Time
Management
Participants
Gender
Year Level
Study Habits of
BSA Students at
TIP-Manila
Study
Techniques
Learning
Environment
Figure 1. Research Paradigm
The figure shows how the variables of the study are related. Socio-demographic characteristics
of the participants, such as gender and year level represent the independent variable while the study
habit of BSA students is the dependent variable. Study habits are then factored according to time
management, study techniques, and learning environment.

Scope and Limitation

The present study covered the profile and study habits of the students at Technological Institute
of the Philippines-Manila. This study focused only on the students who are taking up Bachelor of Science
in Accountancy. Due to lack of time, money and other factors, only the BSA students were allowed to
participate in the research. This may have an effect on the generalization of the study and its actual
findings. Nevertheless, some portion or extent of it may be similar in other programs or in other schools
possessing the same characteristics or adhering to the same educational mission, vision, and objectives.
Significance of the Study

Every individual has their own style of studying, what is effective on one person may not be
effective to other person. In this regard, this study will benefit the following:
Students. Especially the BSA students, this will help them to get some tips and knowledge on
the different study habits of every individual that they could use effectively to pass or even top the CPA
Board Examination. It will also help the students to know which study habits will fit for their skills and it
will give them valuable information about the effects of poor and good study habits on their academic
performance.
Professors. This will serve as a basis to have an awareness and better understanding of the
current study habits of the students and make an improve method of teaching that will maximize the
effectiveness of the students.

School Administration. As a basis to have a clear perspective on how the students attitudes or
behavior affect their study habits and make improvements on the learning environment to make the
students more productive and inspired to study.
Future Researchers. They may be able to use the result as resource materials for researches
related in this study.
Definition of Terms
Academic Performance is the outcome of education the extent to which a student, teacher or
institution has achieved their educational goals
BSA Students a person who is taking up Bachelor of Science in Accountancy
Learning - knowledge acquired through experience, study, or being taught
Learning Environment the diverse physical locations, contexts, and cultures in which students learn
Skills the ability to do something that comes from training, experience, or practice
Study Habit this is a behavior style that is systematically formed by students towards learning and
achievement
Study Techniques strategies or approaches applied to learning
Time Management process of planning and organizing how to divide your time between specific
activities

Chapter 2
Review of Related Literature
This chapter aims at providing a strong basis to this research and literature or references that
were gathered by the researchers. It includes a review of existing relevant literatures which was
explained according to its concern. Such are presented to connect varied findings and theories in relation
to the dependent and independent variables of study habit.
Local Literature and Studies

Ortinero (2000) highlights the role of family and environment on the students acquisition of skills
and knowledge. Borro (2006) recommended that good study habits should be taught by parents first at
home. The school will later on guide the students on attaining their lessons. It is believed that good study
habits and positive attitude towards learning, proven in many studies enhance the process of learning of
skills, including reasoning skills. Good study habits lead to enhancement in learning as ability improves
and sharpens through mastery of principles and by means of training, exercise, and constancy of
application (Ortinero 2000). Manila Bulletin (2011) stressed that the point of having good study habits is
to be effective and efficient. Effective: retaining, understanding, and having a good grasp of the subject
matter. Efficiency: maximizing the time you study in order to spend as little of it as possible. Having good
study habits helps greatly in achieving ones goal in college.

Local studies (Muega, 2003) have also stressed the need for students to acquire reasoning skills
that would enable them to think critically and to make the right decision claims on issues. Salandanan
(2008) recommended that the most important goal of education is to teach the students how to learn on
their own. It is vital that students acquire the skills of how to learn so that these skills will enable them to
learn life outside the school.
According to the study of Torres and Fajardo (2006), 63.25% of the respondents spend more
time in studying rather than of playing. 79.14% said that they considered themselves healthy for the
reason that they do not get sick or ill often which do not affects the studying. Cadosales, in his study,
reveals that the first year students have the skills on organizing and planning their work, preparing
assignments or projects, and note-taking and reading. Some of the students skills or study habits
includes working with others and utilizing resources and feedback; note-taking and rereading; and
preparing assignments and projects.
On the study conducted by Alcantara, et. al (2014), the levels of students study habits were
factored according to; concentration, time management, note-taking, test preparation, and reading.
Among the respondents, it was concluded that the students have poor time management skills and
reading/comprehension skills. Almost half of the respondents take down notes and summarizes lessons
most often and prepares well before major examinations.

Foreign Literature and Studies

Study habit is the pattern of behavior adopted by students in the pursuit of their studies that
serves as the vehicle of learning. It is the degree to which the student engages in regular acts of studying
that are characterized by appropriate studying routines (e.g. reviews of material, frequency of studying
sessions, etc.) occurring in an environment that is conducive to studying. Study attitudes; on the other
hand, refers to a students positive attitude toward the specific act of studying and the students
acceptance and approval of the broader goals of college education (Crede and Kuncel, 2008). In short,
study habits and attitudes of students are determined through their time management ability, work
methods, attitudes toward teachers and acceptance of education.
According to Pogue (2000), what is true about study habits was that more than thirty years ago
still rings true today-students fail because they do not know how to study. The best advice he can give is
to develop sound study skills. Its a common scene if some college students fail to finish a passing
requirement for a subject course. What is lacking is their ignorance of developing good study habits that
are necessary for good academic performance. And to worsen their ignorance are their psychological
conception of giving up so easily and the tempting distractions of the surrounding that lead them to a
zero percent possibility of creating their own ideal habits. So, it has become a major trouble to college
students who are known to be suffocated with loads of works from school. To elaborate more about
sound study habits, Rothkopf (1982) referred to it as to whether students study at the same time each

day, whether they shut off radio, television while reading and whether they paraphrase and write down
.
what they have read during the practical instructions. Study habit also describes some external activities
which serve to activate and facilitate the internal process of learning. Study habit is the daily routine of
students with regards to their academic duties and responsibilities. Each student has his own study
habits varying on his preferences with the place and time of studying, techniques in studying and more. It
will depend upon the person if he will not get bored to browse notes and can procrastinate (postpone
doing something) the distractions such as social networking, media exposure, gaming addiction and
more. So these are reasons writers and researchers set some learning styles on related activities to
effective studying.
Based on the findings of Othis (1995), effective study skills usually come down to two factors:
motivation and style. Motivation is the enthusiasm of a person to do something. Learning style is the
method used by a certain student/person to study much easier and more efficiently. The following
external activities as proposed by Rothkopf encourage students to develop good study habits and aid
efficient learning. The oldest method was created by Robinson (1970). The SQ3R (Survey, Question,
Read, Recite) is a method for active elaboration of material that you read, say in a textbook. Reading
instruments are the best sources of information college students need when studying. Since the start of
the basic education of a person, he is tied to reading for purposes like finishing home works and making

research papers. Robinson gave a systematic way of understanding the concepts written in literary and
articles. Before reading, skim the title, pictures, introductory paragraphs and summaries (Survey). Next is
to ask questions about what you skim (Question). Third, look answers to the questions by reading
.
(Read). Lastly, summarize it in your own words (Recite). In addition to Robinsons conclusion, based on
the findings of Seif (1997), reading comprehension skills are invaluable tools that contribute to better
learning. They include skimming, scanning, critical reading and inquiry reading. The difference of
skimming and scanning is that skimming is the manner when you look at the main topic of the book while
scanning is the fast movement of the eye to look for the main idea of paragraphs. Critical reading is
when you state opinions about a certain paragraph while inquiry reading is the state when you find
specific information without considering any emotions. Usually, scanning and inquiry reading are used by
students to make their home works and projects.
As stated by Abderisak (2007), time is an essential key. You cannot study properly without
considering it; hence time management is most certainly a study technique in itself. Given the hectic
schedules of college students which need balance between academics and extra activities makes time
management really important. The schedule you develop should guide you in how to allocate the
available time among academic works, extracurricular activities and social life.

As cited by Li (2009), theres no need to force yourself to study 6 hours every day, instead they
recommend a consistent 3-4 hours of study each school day as a healthy amount. That is why it is
advisable to manage a schedule to prevent overloading school works. Many students spent much time of
the allotted sleeping hours to cram their assignments that are due for tomorrow. It is unhealthy not to
sleep for enough hours because it causes tardiness and tiredness during lectures. To support Aberisaks
.
and Lis proposals, Landsberger (2007) noted that having a regular time and place for studying lessons,
and making decisions about priorities concerning time and goals make a good study habit. Studying is a
matter of prioritizing. If students let themselves be lured by the distractions stated above, it will cost them
no good. As mentioned by Li, there should be at least three hours designated for studying to meet the
goals of performing well in class. A student should also choose a place conducive for a better learning. It
is where students can relax and concentrate on understanding the hand-outs and articles essential for
the topic. As stressed by Zolten& Long (1997), a student should know his personal responsibility over
what one does and does not do during his studies. When studying, one must be aware of all the dos and
the donts of learning. As cited by Landsberger, prioritization makes good habits. It should be on the
mindset of students that there are only two possible outcomes: to study and to succeed or to fail.
Based on the studies of Richards (2009), it will be a big help to divide up large tasks into smaller
ones. Lis proposal to limit study time can turn out by dividing large tasks to smaller ones. It is best to

divide tasks to specific dates depending on the proximity of the deadline. As a result, a student can have
more time to do the other requirements for other subjects. For an easier division of tasks, Covey (2007)
proposed that being organized in terms of notes, lessons and materials makes studying less
complicated. Organizing notes, lectures and other paraphernalia can save time for studying. It is a
problem to some to find the information that they need because previous notes are not organized and
are sometimes misplaced somewhere. With the onset of the modern technologies, Liu (2005) proposed
that study habits are said to be improving because of the advent and wide use of the Internet, hypertext,
and multimedia resources which greatly affect the study habits. It is always easier to find information
from the Internet. But the main problem here is the presence of social networking sites.
Instead of adding information to the brain, students tend to read personal information about
personalities and enjoy themselves through LAN-connected online games. So, sometimes, the Internet
can be considered as a boon turning to a bane. But the above proposals were slightly opposed by the
work by Gladen (2009) which mentioned that there is no definitive way to define good study skills. As
every student is different and works well using different strategies. However, good students are ones who
have a strong work ethic, stay organized and look for help when needed. As explained in Rothkopfs
citation, each student has its own study habits varying on preferences on different factors. As students
little by little progress and learn from their experiences, they also little by little discover their own study
habits. A certain study habit may be effective to one student but it doesnt go the same way with another
student. It is always in the perception of people that is usually hard to adjust.

Studying is more than reading, it is more than thinking, it is more than memorizing. Studying, in
general is necessary in the assimilation of data. Much of this work consists of reading, thinking, and
memorizing. According to Roch (1932), it is not just that because it also involves some mechanical drill in
the attainment of knowledge. On her investigation among the students of Northwestern University,
certain study habits employed by students, selecting the important points of the lessonwas employed by
the majority (50%) of the population sampled, followed by reviewing the past lesson (36%), allotting a
regular time and place on which to study (31%), asking questions (30%), rereading the assignment
(22%), and outlining their notes (18%).
On a different survey conducted by Weinland in an attempt to learn how successful college

students study in New York University, the results showed among almost 50 study habits employed by
students, 8 of them were used by the majority. They prefer working alone. When tired, they rested.
Distractions were avoided while studying. They worked by assignment. Most of them were fast readers
and could read a phrase at a glance. While reading they stopped occasionally to think over the subject
matter and then would recall it mentally again at night. They kept complete notes but did not re-write
them. Parr (1929) attempted to learn how students at Iowa University prepared their assignment.
Variations among students study habits were showed in the results. Some student read the chapter once
and then outlined it, answered questions after every end of the chapter, underlined important points from
the chapter. Other students read by paragraph, twice, thrice, or four times.

Chapter 3
Methodology
This chapter presents the methodology that will be used in the conduct of this study and will
include the discussion of research design, population and sampling, research instrument, data gathering
procedures and the statistical treatment.
Methods of Research Used

This study used the descriptive research method in its attempt to determine the study habits of
BSA students at Technological Institute of the Philippines-Manila. Descriptive research was used to
describe the characteristics of a population or phenomenon being studied. It did not answer questions
about how and why the characteristics occurred. This method included survey method in which the
students answered questions administered through questionnaires and the researchers described the
responses.
Population and Sampling

Students studying at Technological Institute of the Philippines-Manila and taking up Bachelor of
Science in Accountancy were taken as the respondents of the survey. The researchers used the census
method and gathered the data on every member of the population.
The total population of BSA students at Technological Institute of the Philippines-Manila was
148. Out of the total population, 107 were female and 41 were male. The total population was composed
of 9 first year students, 45 second year students, 31 third year students, 18 fourth year students and 45
fifth year students.
Research Instrument
To gather the information needed for this study, a questionnaire developed by the researchers
was used as the data-gathering instrument. The questionnaire was divided into two main sections: the
profile of the respondents and the questionnaire proper. The profile of the respondents contained socio-

demographic characteristics such as name, gender, and year level. The second part of the survey was
divided into three variables of the study habits: time management, learning techniques and study
environment. Questions were structured using the Likert format. Five choices are provided for every
statement (5) Always, (4) Often, (3) Sometimes, (2) Rarely, and (1) Never. The choices represent the
degree of agreement the respondents have on the given statement.
Validation of the instrument

As a process, validation involves checking and analyzing the research instrument to verify its
reliability and accuracy. Before the distribution of the instrument, the researchers consulted with some of
the faculty members of the College of Business Education. The questionnaire was checked first by Ms.
Marielle Jagurin and Ms. Carolina Garcia. Ms. Jagurin advised the researchers to consult with Ms.
Shirley Espino regarding the statistical tools that will be used in analyzing the instrument. The
researchers then sought the help of Ms. Shirley Espino and Mr. Eric Buen. Their comments and
suggestions further helped in polishing the questionnaire.
Data Gathering Procedure

The gathering of data was conducted inside the classroom of the BSA students. The researchers
asked permission from their respective professors to conduct the survey. Students were given a
questionnaire and an ample amount of time to answer the questions. After which, answered
questionnaires were gathered, tallied, and analyzed for interpretation.

Statistical Treatment
The statistical method that was used in analyzing the data are Percentage, Weighted Mean, Ztest and the Five-Point Scale.
A. Percentage is used to express how large/small one quantity is, relative to another quantity.
Formula:
%=
f
N
x 100
where:
% = Percentage
f
= Frequency
N = Total Population
B. Weighted Mean is computed with extra weight given to one or more elements of the sample.
Formula:
x =
fx
x
where:
The sum of (in other words, add them up)
Frequency

Weights
C. Composite Mean is the average of the weighted mean.

Formula:
CM =
where:
x
x
The sum of (in other words, add them up)
Weighted mean
Number of questions
D. Five-Point Likert Scale - is a psychometric scale commonly involved in research that employs
questionnaires. It is the most widely used approach to scaling responses in survey research.
Point Scale
5
4
3
2
1
Mean Value
4.20 - 5.00
3.40 - 4.19
2.60 - 3.39
1.80 - 2.59
1.00 - 1.79
Verbal Interpretation
Always
Often
Sometimes
Rarely
Never

Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter presents, analyzes and interprets the data gathered from the respondents in
determining the Study Habits of BSA Students at Technological Institute of the Philippines Manila.

Figure 2. Population of Male and Female BSA Students at Technological Institute of the Philippines-Manila
28%
Male
Female
72%
The figure shows the percentage of male and female BSA students at Technological Institute of
the Philippines-Manila. Out of the total population, 107 or 72.3% were female students and 41 or 27.7%
were male students.

Figure 3. Population of BSA Students per Year Level
6%
30%
30%
First Year
Second Year
Third Year
Fourth Year
Fifth Year
12%
21%
The figure shows the percentage of BSA students per year level. A total of 148 students were
taken as respondents of the study. The total population of the students was composed of 9 first year
students (6%), 45 second year students (31%), 31 third year students (21%), 18 fourth year students
(12%), and 45 fifth year students (30%).

Table 1. Study Habits of BSA Students as to Time Management
Table 1 shows the weighted mean of male and female BSA students as to time management.
Based on the result, both male and female students always attend their classes regularly. Having a
weighted mean of 4.59 for male and 4.63 for female, attending classes regularly ranked the highest for
both gender. Doing homework as soon as they are assigned ranked the lowest for male students, having
a weighted mean of 3.40 while doing an advance reading of the topics that will be discussed ranked the
lowest for female, having a weighted mean of 3.39.

Table 2. Study Habits of BSA Students as to Learning Techniques
Table 2 shows the weighted mean of male and female BSA students as to learning techniques.
Both male and female students gave high emphasis on taking short breaks in between studying and
getting the meaning of new words they see for the first time. Getting the meaning of new words they see
for the first time also ranked the highest for male students with a weighted mean of 4.34. Having a
weighted mean of 4.51, highlighting important concepts in lectures or books ranked the highest for
female students. Male students gave less consideration on taking down notes during class discussion
ranked as the lowest with a weighted mean of 3.41. For female students, starting with the most difficult
subject when studying ranked the lowest, having a weighted mean of 3.65.

Table 3. Study Habits of BSA Students as to Study Environment
Table 3 shows the weighted mean of male and female BSA students as to study environment.
Both male and female students prefer studying in places where it is quiet, has few distractions and has a
good lighting. Both genders also make sure that the place is clean and they have the materials they need
when studying. Furthermore, making sure that the place is clean and having all the materials needed
when studying ranked the highest among the female students, with a weighted mean of 4.57. Male
students, on the other hand, gave high importance on studying in places where it is comfortable and
well-ventilated, ranking as the highest with a weighted mean of 4.68. Listening to music while studying is

given less consideration by both genders having a weighted mean of 3.00 for male and 3.49 for
female.
Figure 4. Composite Mean of Male and Female BSA Students

4.2
4.1
4
3.9
Male
Female
3.8
3.7
3.6
3.5
3.4
Time Management
Learning Techniques
Study Environment
The figure shows the composite mean of the male and female BSA students as to time
management, learning techniques and study environment. In time management, the composite mean of
the male students is 3.77. It is a bit higher than the composite mean of the female students which is 3.67.
As to learning techniques, the composite mean of the male students is 3.87. It is lower compared to the
composite mean of the female students which is 4.05. When it comes to study environment, the
composite mean of the male students was 4.05 while the female students was 4.09.

Chapter 5
Summary of Findings, Conclusion and Recommendations
This chapter presents the summary of findings, conclusions made and the recommendations
offered.
Summary of Findings
This study aimed to determine the study habits of BSA students at Technological Institute of the
Philippines-Manila.
1. Out of the total population of BSA students, 107 were female (72.3%) and 41 were male
(27.7%). The total population was composed of 9 first year students (6%), 45 second year students
(31%), 31 third year students (21%), 18 fourth year students (12%), and 45 fifth year students (30%).
2. Based on the survey, students study habits as to time management showed that attending
classes regularly ranked the highest for both male and female. This means that attendance is given
importance by both genders. Most of the male students gave less emphasis on doing homework and

projects as soon as theyre assigned. On the other hand, doing an advance reading of the topics that will
be discussed ranked the lowest for female.
As to learning techniques, male students try to get the meaning of new words they see for the
first time while female highlights important concepts in lectures or books. Taking down notes during class
discussion was least observed by male students while starting with the most difficult subject first when
studying lessons for females.
In study environment, most male students like to study in a place where it is comfortable and
well-ventilated while most female students like to study in a place where it is clean and make sure all the
materials they needed to study were in their table such as pens, calculators, highlighters, etc.
The result of the study showed that male and female BSA students have the same study habits
as to time management, learning techniques, and study environment.
Conclusion
The results showed the study habits of BSA students as to time management, learning
techniques, and study environment.
In Time Management, male students tend to do an advance reading of the topics more often
than female students. As for Learning Techniques, female students always take down notes during class

discussion and highlight important concepts on books compared to male students. When it comes to
Study Environment, male students prefer studying in places that are comfortable, well-ventilated and not
crowded than female students. On the other hand, female students prefer studying with a group and
listening to music while studying than male students.
After evaluating the results and considering the slight differences in some variables, the
researchers, based on the results, therefore conclude that there is no significant difference in the study
habits of male and female BSA students at Technological Institute of the Philippines-Manila.
Recommendation
Based on the findings of this study, the following recommendations are given:
To the students, as early as possible you must develop good study habits so that it will be easier
for you to excel in your academics and succeed in your corporate endeavor in the near future.
To the professors, continue to motivate and guide your students in their studies to make them
appreciate the value of good study habits to achieve their academic goals and improve their academic
performance.
To the school administrators, secure proper maintenance such as good lighting, proper
ventilation and cleanliness of the classrooms to make the learning facilities feasible for studying and set
a better study environment for the students.
To the future researchers, since the respondents of this study is limited only to BSA students at
Technological Institute of the Philippines-Manila, the researchers recommend to conduct this study using

respondents from different programs, departments, and/or universities with equal number of respondents
for male and female students; thereby, increasing the probability that a different result might be obtained.
Bibliography
A. Thesis
Alcantara et. al, 2014, Assessment of the Study Skills of 1st Year and 2nd Year Computer Engineering
Students of Polytechnic University of the Philippines Institute of Technology
Leslie J. Roch, 1932, The Influence of Certain Study Habits on Students Success in Some College
Subjects
B. Websites
http://journals.upd.edu.ph/index.php/ali/%20article/viewFile/1769/1685
http://www.nuigalway.ie/student_services/documents/study_skills.pdf
http://www.educationcorner.com/habits-of-successful-students.html
http://www.statisticshowto.com/weighted-mean/
http://www.academia.edu/6252608/the_impact_of_study_habits_on_the_academic_performance_of_stu
dents

Computation of Weighted Mean
Table 4. Weighted Mean of Male Students

Table 5. Weighted Mean of Female Students

Cover Letter
Dear Participants,
Good day!
We, the 5th year BSA students, invite you to take part in a research study entitled: Study Habits of BSA
Students at Technological Institute of the Philippines-Manila. The purpose of the research is to
determine the study habits of students enrolled at TIP-Manila and taking up Bachelor of Science in
Accountancy.
Your participation in this survey is highly valued, but voluntary. If you agree to participate in this study,
please answer the questions as honest as possible. Rest assured that your information will be kept in
strict confidentiality and will be used only for this purpose. No one other than the researchers will know
your individual answers to this questionnaire.
Thank you for your assistance in this important endeavor.
Sincerely yours,
The Researchers

Study Habits of BSA Students at Technological Institute of the Philippines-Manila

Survey Form
I. Profile of the Students
Name
: ___________________________________
Gender
: ( ) Male
( ) Female
st
Year Level : ( ) 1 year ( ) 2nd year ( ) 3rd year ( ) 4th year ( ) 5th year
II. Study Habits
Direction: Check the box of your corresponding answer using the scale given below. Rest assured that
your responses will be kept strictly confidential and will be used only for this study.
5 Always
4 Often
3 Sometimes
2 Rarely
1 Never
1. Time Management
1.1. I use a "to do" list to keep track of my academic and personal activities.
1.2. I set a specific time for each subject that I will study.
1.3. I attend all my classes regularly.
1.4. I use the vacant time between classes to study my lessons.
1.5. I do an advance reading of the topics that will be discussed.
1.6. I start studying at least several days before I take an exam.
1.7. I start doing homework and projects as soon as they are assigned.
1.8. I allot my weekends for studying.
1.9. I have enough time for school and fun.
1.10. I get at least 6 hours of sleep each night.
2. Learning Techniques
2.1. I start with the most difficult subject first when studying my lessons.

2.2. I take short breaks in between studying.

2.3. I take notes as I read my textbooks.
2.4. I take notes during class discussions.
2.5. I read the concepts out loud in order to understand them better.
2.6. I try to summarize what I learned after reading my lessons.
2.7. I highlight important concepts in my lectures or books.
2.8. I try to get the meaning of new words as I see them for the first time.
2.9. When I don't understand something, I ask for help from my professors
or classmates.
2.10. I assess myself by answering materials that could appear on exams.
3. Study Environment
3.1. I prefer studying at home.
3.2. I prefer studying at school.
3.3. I study where it has good lighting.
3.4. I study where it is quiet and has a few distractions.
3.5. I study where it is not crowded.
3.6. I study where it is comfortable and well-ventilated.
3.7. I make sure that the place is clean when I study.
3.8. I have all my materials when I study, such as pens, calculators, etc.
3.9. I prefer listening to music when I study.
3.10. I prefer studying with a classmate or a group.


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TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

College of Business Education

STUDY HABITS OF BSA STUDENTS AT TECHNOLOGICAL

A Research Presented to the Faculty of Business Education

In Partial Fulfillment of the Requirement in Management Consultancy (ACCTG 533)

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Table of Contents..... ..........

List of Figures............... .......................

List of Tables. ................

The Problem and Its Background

Background of the Study....................

Statement of the Problem........................

Conceptual Framework............... ....... ....

Scope and Limitation............

Significance of the Study..........

Definition of Terms.. ..........`

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Review of Related Literature

Population and Sampling.............

Research Instrument.. ...........

Validation of Research Instrument..........

Data Gathering Procedure... .........

Statistical Treatment of Data.........

Presentation, Analysis and Interpretation of Data

Summary of Findings, Conclusion and Recommendations

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Curriculum Vitae... ........... .......

Population of Male and Female BSA Students at Technological Institute

Population of BSA Students per Year Level

Composite Mean of Male and Female BSA Students

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Study Habits of BSA Students as to Time Management

Study Habits of BSA Students as to Learning Techniques

Study Habits of BSA Students as to Study Environment

Weighted Mean of Male Students

Weighted Mean of Female Students

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Statement of the Problem

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Figure 1. Research Paradigm

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Scope and Limitation

Significance of the Study

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Local Literature and Studies

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Foreign Literature and Studies

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

On a different survey conducted by Weinland in an attempt to learn how successful college

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Methods of Research Used

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES